Intelligence , like other aspects, is a complex and abstract concept . That is why the term gifted has its theoretical limitations and has raised many discrepancies in the scientific community.
Intelligence tests may be the only way, more or less accurate, to qualify a child as gifted, but it is not a test that is 100% accurate. It has been stipulated that those people who reach or exceed 180 points in this type of test can be considered gifted. However, those who reach or exceed 130 are people with high intellectual capacities.
One of the issues that most confuses society when it comes to qualifying someone as gifted is that, in general, this adjective is attributed to people with a high level of intelligence, something that is not entirely the case, since there are many levels of intelligence that are not related to this class of people.
For example, there are very intelligent children (those who reach a score of 130 on intelligence tests) or talented children (who excel in an area, usually artistic, but who do not have to be related to high intellectual abilities).
There are also those known as child prodigies, which are those who carry out an extraordinary activity for their age, but who only stand out in that matter, or geniuses , who, due to their exceptional capacities in intelligence or creativity, carry out a work recognized by society.
The latter are closer to being gifted , since what characterizes this class of people is that they excel in many areas of knowledge , that they have an IQ of over 130 points and that they have a great creative capacity and an intrinsic motivation for The learning. However, these qualities can be somewhat ambiguous when it comes to detecting a gifted person, so here are some more common signs.

Early development

This kind of development has to do with the motor system , and is identified with actions such as holding the head and looking around during the first days of life, standing at six months and starting to walk at 9 months or draw human figures with heads, trunks and limbs at two and a half years. They can also assemble puzzles of around 20 pieces at two and a half years.

Language development

Usually identified in children who smile intentionallybefore 6 weeks of life or who speak their first words at 8 months to, by 24 months, have developed an advanced vocabulary. They can also carry on a conversation between 18 and 24 months of age, forming complex sentences.

Cognitive development

Gifted children also tend to have a significant cognitive development that is identified in a supine interest in letters and an amazing ability to memorize them, so much so that they usually learn the alphabet at 2 and a half years, while between 3 and 4-year-olds can already read with little help. This leads to early writing that occurs before the age of 5. At two years old he already has a sense of time(morning, afternoon and night) and use the past, present and future verb tenses, and have the ability to identify relationships.
They also show an interest in numbers, and can solve addition and subtraction problems up to 10 by age three.

Creative games

When it comes to playing, they are usually children who have a great facility for concentrating on something that interests them, and they tend to develop very creative and imaginative games.
He likes books, puzzles and drawing since he was 18 months old, and he gets used to playing with older children and choosing the company of adults.


They are usually children with a high level of autonomy, who choose their own clothes at 2 and a half yearsand they dress and undress themselves at 4 years old.


They tend to be very curious and active children who reach the phase of continuous questions at 2 years of age. In addition, they demand a lot of attention and need a lot of stimulation due to their eagerness to learn.
They are very sensitive to family tensions and the mood of their parents and notice small details.

School failure

This does not necessarily have to be the case, but it is a characteristic that accompanies some gifted children. The problem in this case is not the children themselves, but the educational center in which they are, since teachers must be aware of the type of student they have. and they must adapt the blocks and educational skills to them.

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